A structured curriculum supporting biomedical trainees’ transition into independent academic positions and early career success
Abstract The United States government makes a substantial investment in biomedical training programs each year. However, for most trainees, these opportunities do not translate into career progression in academic research pathways. Only about one-fifth of postdoctoral fellows eventually secure a ten...
| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
BMC
2024-04-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-024-05370-w |
| _version_ | 1797209279078334464 |
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| author | Mabel Perez-Oquendo Gabriele Romano David P. Farris Varsha Gandhi Ignacio I. Wistuba Robert E. Tillman Ryan Udan Paolo Mangahas Rama Soundararajan |
| author_facet | Mabel Perez-Oquendo Gabriele Romano David P. Farris Varsha Gandhi Ignacio I. Wistuba Robert E. Tillman Ryan Udan Paolo Mangahas Rama Soundararajan |
| author_sort | Mabel Perez-Oquendo |
| collection | DOAJ |
| description | Abstract The United States government makes a substantial investment in biomedical training programs each year. However, for most trainees, these opportunities do not translate into career progression in academic research pathways. Only about one-fifth of postdoctoral fellows eventually secure a tenure-track faculty position, and even among these candidates, attrition is high. Although a number of factors govern career choices and career longevity, the transition from trainee to faculty is a challenging process and requires knowledge and skills that are not necessarily developed during a traditional university experience. Many postdoctoral fellows receive adequate training in research skills and scientific communication, but new faculty report not being sufficiently prepared for the job search process and for starting their labs. To address this critical training gap, the ITERT core (Interdisciplinary Translational Education and Research Training) and the Office of Postdoctoral Fellows at the University of Texas MD Anderson Cancer Center implemented a structured course for both postdoctoral fellows and senior PhD students to provide formalized training for successfully navigating academic positions in biomedical research. Here we report on the pilot Navigating Academic Careers course conducted in 2021–2022 for 30 PhD students and postdocs. The nine-module course was conducted over 13 weeks in 25.5 h instructional sessions. The key educational objectives included 1) navigating the job application and the interview/negotiation process, 2) hiring, leading, and mentoring lab personnel and program support staff, 3) project administration and financial stewardship, 4) managing time and work-life balance and 5) developing collaborations, branding, personalized niche, and networking. Survey-based analysis at the time of the course was used to capture the participants’ assessment of the course content, organization, and delivery, with a follow-up survey conducted approximately 2 years post-course (2024) to evaluate longer-term impacts of the training. Initial in-course assessment revealed that 89.9% of respondents found the scope and instructional content appropriate, and 91.1% found the course relevant and applicable to their career needs. Longer-term post-course evaluation indicated that 80% of respondents applied the learnings of the course, that 80% reported feeling more confident in navigating an academic job search, and that 66.6% continued to report agreement with the course preparing them for their current role/ongoing job search, with 46.7% already securing jobs in academic research, including as independent faculty. The outcomes of this pilot course suggest that integrating this into the broader postdoctoral training curriculum can enhance both the transition and early-career success of talented scientists-in-training into working professionals in biomedical careers, as faculty and science-trained staff. |
| first_indexed | 2024-04-24T09:52:10Z |
| format | Article |
| id | doaj.art-5cff586dbc0344188e10aa42c9cb42e6 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-24T09:52:10Z |
| publishDate | 2024-04-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-5cff586dbc0344188e10aa42c9cb42e62024-04-14T11:19:33ZengBMCBMC Medical Education1472-69202024-04-0124111210.1186/s12909-024-05370-wA structured curriculum supporting biomedical trainees’ transition into independent academic positions and early career successMabel Perez-Oquendo0Gabriele Romano1David P. Farris2Varsha Gandhi3Ignacio I. Wistuba4Robert E. Tillman5Ryan Udan6Paolo Mangahas7Rama Soundararajan8Department of Research, Education and Training, The University of Texas MD Anderson Cancer CenterDepartment of Pharmacology & Physiology, Drexel University College of MedicineResearch Medical Library, The University of Texas MD Anderson Cancer CenterDepartment of Experimental Therapeutics, The University of Texas MD Anderson Cancer CenterDepartment of Translational Molecular Pathology, The University of Texas MD Anderson Cancer CenterDepartment of Education, Innovation and Technology, Baylor College of MedicineDepartment of Research, Education and Training, The University of Texas MD Anderson Cancer CenterDepartment of Research, Education and Training, The University of Texas MD Anderson Cancer CenterDepartment of Translational Molecular Pathology, The University of Texas MD Anderson Cancer CenterAbstract The United States government makes a substantial investment in biomedical training programs each year. However, for most trainees, these opportunities do not translate into career progression in academic research pathways. Only about one-fifth of postdoctoral fellows eventually secure a tenure-track faculty position, and even among these candidates, attrition is high. Although a number of factors govern career choices and career longevity, the transition from trainee to faculty is a challenging process and requires knowledge and skills that are not necessarily developed during a traditional university experience. Many postdoctoral fellows receive adequate training in research skills and scientific communication, but new faculty report not being sufficiently prepared for the job search process and for starting their labs. To address this critical training gap, the ITERT core (Interdisciplinary Translational Education and Research Training) and the Office of Postdoctoral Fellows at the University of Texas MD Anderson Cancer Center implemented a structured course for both postdoctoral fellows and senior PhD students to provide formalized training for successfully navigating academic positions in biomedical research. Here we report on the pilot Navigating Academic Careers course conducted in 2021–2022 for 30 PhD students and postdocs. The nine-module course was conducted over 13 weeks in 25.5 h instructional sessions. The key educational objectives included 1) navigating the job application and the interview/negotiation process, 2) hiring, leading, and mentoring lab personnel and program support staff, 3) project administration and financial stewardship, 4) managing time and work-life balance and 5) developing collaborations, branding, personalized niche, and networking. Survey-based analysis at the time of the course was used to capture the participants’ assessment of the course content, organization, and delivery, with a follow-up survey conducted approximately 2 years post-course (2024) to evaluate longer-term impacts of the training. Initial in-course assessment revealed that 89.9% of respondents found the scope and instructional content appropriate, and 91.1% found the course relevant and applicable to their career needs. Longer-term post-course evaluation indicated that 80% of respondents applied the learnings of the course, that 80% reported feeling more confident in navigating an academic job search, and that 66.6% continued to report agreement with the course preparing them for their current role/ongoing job search, with 46.7% already securing jobs in academic research, including as independent faculty. The outcomes of this pilot course suggest that integrating this into the broader postdoctoral training curriculum can enhance both the transition and early-career success of talented scientists-in-training into working professionals in biomedical careers, as faculty and science-trained staff.https://doi.org/10.1186/s12909-024-05370-wAcademic careers in biomedical researchPostdoctoral fellowsFaculty-track soft-skills curriculumProfessional development skillsScientists-in-training |
| spellingShingle | Mabel Perez-Oquendo Gabriele Romano David P. Farris Varsha Gandhi Ignacio I. Wistuba Robert E. Tillman Ryan Udan Paolo Mangahas Rama Soundararajan A structured curriculum supporting biomedical trainees’ transition into independent academic positions and early career success BMC Medical Education Academic careers in biomedical research Postdoctoral fellows Faculty-track soft-skills curriculum Professional development skills Scientists-in-training |
| title | A structured curriculum supporting biomedical trainees’ transition into independent academic positions and early career success |
| title_full | A structured curriculum supporting biomedical trainees’ transition into independent academic positions and early career success |
| title_fullStr | A structured curriculum supporting biomedical trainees’ transition into independent academic positions and early career success |
| title_full_unstemmed | A structured curriculum supporting biomedical trainees’ transition into independent academic positions and early career success |
| title_short | A structured curriculum supporting biomedical trainees’ transition into independent academic positions and early career success |
| title_sort | structured curriculum supporting biomedical trainees transition into independent academic positions and early career success |
| topic | Academic careers in biomedical research Postdoctoral fellows Faculty-track soft-skills curriculum Professional development skills Scientists-in-training |
| url | https://doi.org/10.1186/s12909-024-05370-w |
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